The film used in this lesson is
Jack and the Dentists Daughter from Davenport Films. It was filmed
in 1983 and is 40 minutes long. Recommended ages: 8-adult.

Analysis: "For Jack and
the Dentists Daughter, Davenport selected an African American cast
because the trickster tale is a strong African American tradition. The film
contains parody of Depression-era prejudice between black and white characters
as well as class snobbery among African Americans, when the dentist tries
to prevent Jack from marrying his daughter, calling Jack a poor and lazy farm
boy. The film avoids racial stereotypes by combining weak and strong traits
in both black and white characters" (Tina Hanlon, "ATN Conference
Questions," E-mail to Judy Teaford. 18 Sep. 1999).

In 1971 Tom Davenport and his
wife, Mimi, founded an independent film company. Davenport Films is located
in rural Delaplane, Virginia. Tom is Director, Co-script writer, and Co-producer
of a series of films called From the Brothers Grimm. The films are
live-action adaptations of traditional folktales and fairy tales in American
settings. Many are based directly on Appalachian variants of older folktales.

Films include Ashpet; Bearskin;
Bristlelip; The Frog King; The Goose Girl; Hansel
and Gretel; Jack and the Dentists Daughter; Mutzmag;
Rapunzel, Rapunzel; Soldier Jack; and Willa. Information
about ordering videos, teachers guides, newsletters, and The Guide
to Making Grimm Movies is available. The web site also provides links
to other sites of relevance.

Procedures:

1. Ask students to define the
terms trickster and anti-hero. Enlist the aid of a willing student
to write the responses on the board.

Anti-hero: "The
Protagonist . . . who has the converse of most of the traditional attributes
of the Hero. This hero is graceless, inept, sometimes stupid, sometimes
dishonest" (A Handbook to Literature. Eds. C. Hugh Holman and
William Harmon. 5th Ed. New York: MacMillan. 28.). He is a character who
does good but often does so in an unconventional way and is not necessarily
liked.

4. Ask students if any story they
have read includes a trickster or anti-hero character. Encourage discussion
of student responses. Solicit another student volunteer to write responses
on the board.

5. Ask students if they know of
any real-life tricksters or anti-heroes. Advise students that unless the person
is a public figure, they are to provide only gender and approximate age. Encourage
students to share the characteristics of the person. Allow for open debate
as to whether or not these characteristics identify the person as a trickster
character. Another student volunteer may write responses on the board as they
are discussed.

6. Before viewing: provide
the following definitions for film shots:

Frontal shots include:Extreme close-up: only head, eyes, mouth, etc.Close-ups: shoulder and headMedium: waist to top of headFull-length: head to toe

Panorama: wide, unbroken
view of landscapeoften used to open a film, to indicate setting

Tracking shots: camera
is placed on tracks (similar to train tracks) that run parallel to the subject,
allowing the subject to be filmed with more smoothness

Zooms: give the appearance
of moving in or away from the subject

7. Before viewing: provide the
following background information about the film.

"Black actors in period
costumes and vintage cars re-enact a variant of the Grimms comic story,
'The Master Thief,' in a small 1930s American town. Jack, a poor laborers
son, wants to marry the dentists daughter, but the dentist insists
that he earn money first." (Chases Appalachian version is called
"Jack and the Doctors Girl" from The Jack Tales.)
"A fine example of an American Jack Tale, closely related to traditional
trickster tales found worldwide" (Davenport,
Tom. Jack and the Dentists Daughter. 1996. 17 Sep.
1999)

8. Before viewing: ask students
to focus on each characters behavior and whether or not it is justified.
In addition, ask students to consider whether or not Jack is a trickster or
anti-hero. Write the three areas of focus on the board and leave until the
lesson is completed.

Prepare and Distribute Handout
1 "Two Thumbs Up! Or Down?" using the information provided below.
Read and discuss the questions, ensuring that students are familiar with
all terms. Students should be advised to keep these questions at hand while
viewing, jotting down notes in order to complete the post-assignment.

TWO
THUMBS UP! OR DOWN?

Directions: You have been asked
to review Jack and the Dentists Daughter for a local newspaper.
Remember that you are an Appalachian reviewing a film adaptation of a folktale
for an audience of Appalachians. Use the following questions to help you prepare
an original film review.

Is the acting style exaggerated,
realistic, or understated? Is it uneven? Does it do justice to the characters?

Is the actor or actress appropriate
for the role?

How does the film portray
or distort real life?

What values does the film
communicate, challenge, or ignore?

What tone (attitude) does
the film take toward its subject? Is it tragic? Comic? Satiric? Romantic?
Stereotypical?

Is the film true to historical
facts and truths?

How does the film handle emotion?
Is it sentimental or sincere?

What elements unify the film?

Is the film well paced? Are
there tedious parts that seem to detract from its purpose? How could it
be better edited?

How do all of the images of
the film communicate the mood? Does one mood dominate?

Are any images repeated enough
and in a specific context that they seem to be used as symbols?

How does color (or black and
white) enhance the film?

How are light and shadow (shading)
used effectively?

How does the camera work (panorama,
tracking shots, zooms, close-ups) produce specific effects?

Why is this film worth seeing?

How is this film similar to/different
from other films like it?

How would you rate this film?

9. After viewing: encourage students
to discuss and debate each characters behavior and whether or not it
is justified. In addition, ask students to discuss and debate the question
of whether or not Jack is a trickster or anti-hero.

Answers will vary

10. After Viewing: Students
should also be encouraged to discuss and debate their responses to questions
on Handout 1.

Answers will vary

11. Advise students to follow
the directions on Handout 1 as they write an original film review.
(Students can access The Internet
Movie Database to see examples of film reviews, or do a search in
one of the search engines. Teachers may find it beneficial to provide
one or two examples for students to discuss prior to completing this assignment.)
Students should follow the writing process. Allow for in-class time for revision
and editing.